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proud of New England? But, gentlemen, it will not do to fold our hands, as if our ancestors had done every thing. The very institution of this society shows that public opinion has been awakened to the defects of our system of education. Let, then, the inquiry to-day be, whether our course has been that of the prudent householder; whether we have made a thorough examination of every part of the edifice before determining on our mode of procedure; or whether our conduct has not, on the contrary, been headlong and inconsiderate; patching here beautifying there; whether, in fact, we have not attached more importance to enlarging the course of studies, than to fixing the foundation on a firm and sure basis. Let me not be understood to say that the foundation has been entirely overlooked. Certainly many of the more obvious defects have been removed or repaired. But I fear that the examination has been by no means sufficiently thorough; and that too much attention has been devoted to mere ornaments or additions. In order to ascertain this fact, let us inquire of the million of adults which New England contains, how many are really efficient readers; what number can make a practical use of their education, by improving their minds and bettering their hearts by study; and, among the hundreds of thousands who weekly throng the altar of God, how many have minds so disciplined as to be able to command a patient effort of thought, to follow throughout the chain of reasoning of the speaker. Look around upon one even of our most intelligent congregations, observe the dull eyes and heavy countenances of the audience, and then say, like Abraham interceding for Sodom,* whether you can see fifty — thirty — twenty ten. Alas! I fear that even this insignificant number could scarcely be reckoned.

"The great aim of an enlightened and benevolent philosophy," says the learned and amiable Dugald Stewart," is not to rear a small number of individuals, who may be regarded as prodigies in an ignorant and admiring age; but to diffuse as wisely as possible, that degree of cultivation, which may enable the bulk of a people to possess all the intellectual and moral improvement of which their nature is susceptible." This is one of those sentiments which only need to be presented to the mind to be universally acquiesced in. For, surely, it requires no labored argument to prove that virtue,

*Gen. xviii. 23-32.

liberty, and happiness are the natural fruits of a proper intellectual culture; while vice, slavery, and misery are generally the concomitants of its neglect. Moral culture is undoubtedly the most important branch of education; but it should never be forgotten, that morals rest on a foundation exceedingly insecure, where the intellect has been neglected. Where do fanaticism, bigotry, and popular frenzy find a congenial soil? Amongst the well-educated? Where does the impostor, Joe Smith, find the materials for building his expensive temples to mormonism? Where did the impious Matthias and Jemima Wilkinson find followers? Certainly not among the intelligent.

But, if the universal diffusion of an enlightened education be incumbent on every nation, it is surely in a peculiar manner the duty of these United States. Elsewhere, government is in a greater or less degree, in the hands of the few. Here, it is emphatically a government of the whole people. Every man, whatever be his station, intelligence, or pecuniary means, is called to co-operate in the choice of our rulers, and no one is excluded even from the highest offices of government. If, then, our institutions be really valuable; if we wish to perpetuate them; if we would prevent this nation from following the usual course of liberty-anarchy - despotism; how indispensable the necessity for an enlightened education for all! Without it, on what a sandy foundation are our liberties placed! The fearful spread of lynching and mob-law ought to wake us from our lethargy. It calls us with a voice of thunder to arouse and apply the remedy, before our invaluable institutions are levelled with the dust. The longing eyes of the whole world are upon us. The best hopes of mankind will be prostrated, should the experiment of the most perfect state of freedom fail, under the peculiarly propitious circumstances with which we have been favored. What a triumph would this be to the despots of Europe! It would do more towards perpetuating their sway over the oppressed, than the arms of millions of mercenaries. It would operate as a fatal blow to liberty, an extinguishment of free institutions for ages.

Some persons, it is said, have objected to the levelling tendency of the efforts now making to raise the standing of our common schools, and facilitating self-education; declaring, that they have no desire that the offspring of the humble laborer should enter life under equally favorable auspices with their children. Illiberality of sentiment like this, is, I trust, con

fined to a small number, and is not, I hope, to be found within these walls. But how weak and short-sighted are the optics of those who can see things in this light! Can any man of intelligence choose to be restricted in the selection of his society to a small number? Which state of society is most desirable, that in which knowledge and intelligence are thinly scattered, where our associates are few, and at great distances apart; or that in which we should find kindred minds in every dwelling, and where our thoughts and views should be appreciated and responded to by every individual. But, as contracted souls like these can scarcely be expected to feel such considerations, let us descend to the level of their capacities, and speak of pounds, shillings, and pence. Where, then, I would ask is property most secure? Where is the smallest amount of taxes required, for the building and support of penitentiaries, prisons, and poor-houses; for the repression of crime, and the support of pauperism? But away with such blind selfishness! It can only exist with those whose associates are mere boon companions. Here, I grant, wealth is a necessary concomitant to what is falsely termed friendship. But of what importance are riches in that species of society where soul speaketh to soul, and mind answereth to mind?

But, independent of all such considerations, are not the rich as well as the poor interested in the improvement of primary education? Does not the efficiency of academies and colleges depend in a great degree on the state of education in our common schools? Could the lethargic, confused, dreamy intellects which now enter college, compete with the bright, well-disciplined youth which a highly improved state of primary education would send there? Besides, what advantages would accrue to the members of the 1 beral professions, by being relieved from that mental wandering which besets them during their hours of study, and which will be found, on examination, to be chiefly the result of the vicious habits acquired in learning to read.

After all, however, the objection rests on a mere fallacy. It is founded on the notion that our academies and colleges would be stationary, however much the condition of the district schools might be improved. Is this probable; nay, is it possible? Certainly not. Every advance made by the district schools would push forward the academies and colleges in a double or treble ratio.

Let us hear no more, then, of such contracted notions.

Rich and poor, parent and child, the learned and the ignorant, the patriot and the true Christian, all are highly interested in the measures of this institution.

In order to have a thorough examination of the state of primary education, I propose to offer you a picture of our district schools, such as they were everywhere six or eight years ago, and such as they still are in many, and I fear in most parts of New England, and to contrast them with one conducted as it should be. Such a school, I must confess, I have never seen; for, though much has been effected by the labors of many worthy and able men, the old mechanical leaven still clings to too many even of our best teachers, especially in the initiatory branches, undoubtedly the most important of all. One great difficulty arises from the very constitution of the schools. If an intelligent teacher could commence with a school composed entirely of beginners, he would have full scope for his talents, and might soon show the powerful effects of a judicious intellectual course. But, in the district school, he finds children. in every stage of progress, most of them having more or less of the inveterate habits of the old-fashioned system. And so strong is the principle of imitation in early youth, that it is exceedingly difficult to prevent the younger class from copying all the bad habits of their elders.

In the proposed examination, though much of what I shall offer will be applicable to the higher branches of education, my attention will be principally devoted to reading, orthography, writing, and arithmetic, the grand essentials, the foundation on which the whole superstructure of education must rest. If these be taught thoroughly and properly, and every bad habit be carefully excluded, the future progress of the child cannot fail to be rapid, and, in fact, it will be a matter of but secondary importance whether his school education extend any farther. He will be inspired with an ardent, an unquenchable thirst for knowledge, and he will be in possession of a key, which can unlock all its stores.

As this examination will lead to considerable minuteness of detail, and as the subject is naturally dry, it here becomes necessary for me to bespeak your patience and candid attention. By treating the subject in a different manner, by dealing chiefly in splendid generalities, much more momentary interest would no doubt be excited. But the object now in view is far different from that of pleasing the fancy. If, as I firmly believe, the chief defects of the present system lie in the man

agement of the initiatory steps; if habits are here acquired which exert a most prejudicial effect on the whole future course of education, and which no after discipline can completely remove, we must, should we determine to remove the difficulty, prepare to enter on a nice and critical examination, however dry or irksome may be the inquiry. Relying, then, on your candor and patience, I shall enter on my subject without farther apology.

Happening, a few years ago, to be chosen one of the committee for examining teachers in the town in which I reside, it became my duty to visit and examine the district schools. In the course of these visits, I was much struck with the heavy, dull, vacant countenances of the pupils, the cause of which quickly appeared. For, when the reading classes took their places, it was easy to perceive, that the mind was no farther engaged in the exercise than attention to the pronunciation of the words required. As to comprehension of the meaning, the language might almost as well have been Greek, Arabic, or Chinese, as English. The consequence of such a commencement is apparent. An inveterate habit of mechanical reading is formed, (if reading, indeed, that can be called, which is nothing but a mere utterance of sounds) which not one in fifty can ever evercome. Here lies the grand impediment to the attainment of knowledge, the impassable barrier to self-education. If the question of Philip were addressed to our youth, "Understandest thou what thou readest?" could a different answer be returned from that of the Ethiopian eunuch, "How can I, except some man guide me?'*~ Not a step can they advance of themselves. No!

"Knowledge to their eyes her ample page, Rich with the spoils of time can ne'er unroll."

Nor is this all. They are as unfit to receive knowledge from the ear as from the eye. This habit of mental wandering is carried to the house of God, rendering vain the efforts of the most eloquent speaker. All that their minds are capable of receiving, is here a little and there a little; but, as to a continued attention to a connected discourse, it is vain to look for it.

To what extent the schools in this section of the country resemble those I have described, I have had no means of as

*Acts viii. 30, 31.

+ Gray.